In testing the null hypothesis, both Monte Carlo simulations and empirical field-based observations were used to assess the feasibility of the heteroproximity paradigm. As seen in the inset of Fig. 8H, the model captures most essential features of the data aside from an idiopathic discontinuity at high temperatures. After applying Bonferroni’s correction for multiple comparisons, three treatment conditions proved statistically distinct from the baseline (p<0.05). One may surmise that McDowell’s concern about inappropriate seeding of model parameters (Yoder et al., 2005) is not relevant here and, furthermore, that previous speculations that replication is resource-limited (Parkwood et al., 2007) are largely correct. Nevertheless this study is spec-

1. “Figure Facts”• Round & Campbell, 2013

2. “C.R.E.A.T.E.”• Hoskins et al., 2007/2011/etc.

3. “Science in the Classroom”• scienceintheclassroom.org

Learning from the primary literature: selected approaches

Figure Facts

• Motivation– “Students often approach a research article as they would a textbook,

focusing on the narrative of the paper as fact, with figures subordinate to the text.”

• Limits of other approaches– Journal club: “unstructured reading experience” – Study questions: “time-consuming for the instructor” (?!)

• Figure Facts approach– “The Figure Facts template encourages students to adopt a data-

centric approach, rather than a text-based approach, to understand research articles. Specifically, Figure Facts requires students to focus on the experimental data presented in each figure and identify specific conclusions that may be drawn from those results.”

The Figure Facts template

Figure Facts: findings

• Increased time spent examining/annotating figures• Improvement in data interpretation (see below)• Positive opinion of template

Figure 3.Students interpreted novel data sets more accurately at weeks 9 and 15. ***, p < 0.001 by paired t test; n = 16.

Limitations of Figure Facts?

• If figures are bad (or absent), reader is out of luck!

• Tables are not included!

• Background knowledge is needed to understand figures

• Forest/trees issue (do parts connect into a coherent whole?)

• Control group for study?

• Other key limitations?

“C.R.E.A.T.E.”• Consider, Read, Elucidate hypotheses, Analyze and interpret data,

Think of the next Experiment• 1 line of research (4 articles) from 1 lab

• Other interesting aspects:– abridgement of articles (no titles, abstracts, discussion sections)– concept mapping & cartooning– analysis templates for figures/tables

“C.R.E.A.T.E.” improves critical thinking

C.R.E.A.T.E. affects students’ concept maps

C.R.E.A.T.E. alters students’ perceptions of scientists and research

e.g., “If two different groups of scientists study the same question, they will come

to similar conclusions.” (R)

e.g., “Scientists usually know what the outcome of their experiments will be.” (R)

C.R.E.A.T.E. vs. Figure Facts?• C.R.E.A.T.E. takes WAY more time

• C.R.E.A.T.E. is VERY focused (4 papers on 1 topic)

• C.R.E.A.T.E. requires more critical thinking – Think of next Experiment

• C.R.E.A.T.E. includes tables, doodles/cartooning

• C.R.E.A.T.E. omits abstract, etc. – cruel? valuable?

• Other key differences?

Science in the Classroom• “A collection of annotated scientific papers and accompanying

teaching materials designed to help students understand the structure and workings of professional scientific research”

Science in the Classroom: annotations of figures

SitC vs. Figure Facts?• SitC breaks down text AND figures!

• SitC tells you what figures mean rather than making you figure them out

• SitC helps with language, past and future research

• SitC is only for Science articles, only online!

• SitC annotations are by people other than authors – could be misleading!

• Other key differences?

• Imagine that you are about to teach a …

1. 10th-grade biology course (~20 students)

2. small undergrad nonmajors course (~20 students)

3. large intro course (~200 students)

4. literature seminar for senior majors (~10 students)

5. grad student seminar (~20 students)

• Discuss:

A. What (if anything) will you retain from C.R.E.A.T.E.? Why?

B. What (if anything) will you retain from Figure Facts? Why?

C. What (if anything) will you do that is different?

BERG, 10-25-13

BERG, 10-25-13

BERG, 10-25-13

BERG, 10-25-13

BERG, 10-25-13